The purpose of today’s lesson is to help students begin to understand electromagnets, as an attempt to make PS 3 8d concrete in students minds through demonstrations and guided questions. Often it is effective to first let the students see the phenomena and begin to question it on their own, thus setting up a need to learn, which is the intent of this activity. Students will come in and see a demonstration set up on the table. Once we go through a basic demo the students will be lead through a serious of questions culminating in a guided reading activity and update of our class KWL.
Opportunities to Learn:
Depth of Knowledge
Today’s lesson will not only ask students to recognize and be able to use vocabulary and terminology, DOK 1. It will also ask them to explain simple relationships, DOK 2.
Prerequisite Knowledge
It is assumed that the students have a decent handle on the material presented so far. In addition to this little is necessary, however for the most value the students should be familiar with:
• The idea that there are many types of magnets
• A picture of a magnet moving steel in their minds
• Electric motors are all around
• People ‘create’ electricity
Plans for Differentiating Instruction
N/A
Accommodations and modifications
None beyond normal day to day accommodations
Environmental factors
The normal classroom is fine.
Materials
• Permanent magnet and suspending apparatus
• Electromagnet and crane demo supplies
• Paperclips or other magnetic material
• Fact Pyramid Worksheet
• Reading
Objectives:
• Students will recognize simple vocabulary terms (electromagnet, permanent magnet, temporary magnet, attract, repel, domain, pole)• Students will use this basic knowledge to answer lower level questions
• Students will form basic questions which can easily be tested
Instruction:
Opening:
As students enter the room the question of the day will be written on the board. Can other materials produce magnetic fields? Behind my lab table/desk there will be two demos set up. Each will consist of a ‘crane’ and a magnet. On the desk in front of the crane there will be paperclips or similar magnetic materials. One crane will hold a permanent magnet, very similar to what the students are used to and the other will have simply a coil of wire, working as a very basic electromagnet.
I will ask students about the days question and see what their input is. After a brief discussion I will bring the two cranes on to the desk and explain the set up for each. I will then ask students to hypothesize as to which, if either will pick up paperclips, and how many (or which will hold more). After they make their predictions I will carry out the demonstration.
Engagement:
Hopefully at this point many students will be surprised and eager to begin to understand what was going on. I will start off by asking students what is holding up the paperclips on the permanent magnet crane. Once they sort that out I will ask them what force is attracting the paperclips on the unknown crane. I will act very doubtful about it being magnetism, as there is no magnet there, jus coils of wire. I will ask the students to prove to me that this is actually acting like a magnet. Hopefully students will tell me to test it with a permanent magnet and observe it characteristics. I will make it a point to tell students that this is how real science works. If the students don’t come to that conclusion on there own I will tell them and we will do a simple test as a class.
Once we have proved that it is a magnet I will ask the students to hypothesize about possible uses for the magnet. If need be I will ask them what happens when I turn the power to the magnet off. Hopefully students will note that it can act as a permanent magnet with an on off switch and can be used to move object and then put them down again. The goal will be to draw as much of this as possible from the students in the form of focused questions, but to make sure that the information gets across even if the students are having trouble reaching the conclusion on their own.
At this point I am going to introduce the guided reading. I will ask the students what a good way to learn more about a subject is (books) and what the problems with books are (often too much information)> I will tell my students that they don’t always need all of the information in a book or an article and that it is important to decide what is important and what isn’t. At this point I will hand out the fact pyramid and reading to each student.
Using the overhead I will model the first page and then have students work alone in a think pair share arrangement. I will have students finish on the reading on their own while filling in the chart. They will then pick a partner to discuss their findings.
Closure:
To close class today I will have each group report what they thought was most important and make a list on the board. I will have all the students make sure that there pyramid has these important points. If time permits we will also talk about how the students found the important information and update our KWL chart
Lesson Plan
Lesson Title:
Electricity as a magnetState Standards: GLEs/GSEs
National Standards:
Context of Lesson:
The purpose of today’s lesson is to help students begin to understand electromagnets, as an attempt to make PS 3 8d concrete in students minds through demonstrations and guided questions. Often it is effective to first let the students see the phenomena and begin to question it on their own, thus setting up a need to learn, which is the intent of this activity. Students will come in and see a demonstration set up on the table. Once we go through a basic demo the students will be lead through a serious of questions culminating in a guided reading activity and update of our class KWL.Opportunities to Learn:
Depth of Knowledge
Today’s lesson will not only ask students to recognize and be able to use vocabulary and terminology, DOK 1. It will also ask them to explain simple relationships, DOK 2.Prerequisite Knowledge
It is assumed that the students have a decent handle on the material presented so far. In addition to this little is necessary, however for the most value the students should be familiar with:• The idea that there are many types of magnets
• A picture of a magnet moving steel in their minds
• Electric motors are all around
• People ‘create’ electricity
Plans for Differentiating Instruction
N/AAccommodations and modifications
None beyond normal day to day accommodationsEnvironmental factors
The normal classroom is fine.Materials
• Permanent magnet and suspending apparatus• Electromagnet and crane demo supplies
• Paperclips or other magnetic material
• Fact Pyramid Worksheet
• Reading
Objectives:
• Students will recognize simple vocabulary terms (electromagnet, permanent magnet, temporary magnet, attract, repel, domain, pole)• Students will use this basic knowledge to answer lower level questions• Students will form basic questions which can easily be tested
Instruction:
Opening:
As students enter the room the question of the day will be written on the board. Can other materials produce magnetic fields? Behind my lab table/desk there will be two demos set up. Each will consist of a ‘crane’ and a magnet. On the desk in front of the crane there will be paperclips or similar magnetic materials. One crane will hold a permanent magnet, very similar to what the students are used to and the other will have simply a coil of wire, working as a very basic electromagnet.I will ask students about the days question and see what their input is. After a brief discussion I will bring the two cranes on to the desk and explain the set up for each. I will then ask students to hypothesize as to which, if either will pick up paperclips, and how many (or which will hold more). After they make their predictions I will carry out the demonstration.
Engagement:
Hopefully at this point many students will be surprised and eager to begin to understand what was going on. I will start off by asking students what is holding up the paperclips on the permanent magnet crane. Once they sort that out I will ask them what force is attracting the paperclips on the unknown crane. I will act very doubtful about it being magnetism, as there is no magnet there, jus coils of wire. I will ask the students to prove to me that this is actually acting like a magnet. Hopefully students will tell me to test it with a permanent magnet and observe it characteristics. I will make it a point to tell students that this is how real science works. If the students don’t come to that conclusion on there own I will tell them and we will do a simple test as a class.Once we have proved that it is a magnet I will ask the students to hypothesize about possible uses for the magnet. If need be I will ask them what happens when I turn the power to the magnet off. Hopefully students will note that it can act as a permanent magnet with an on off switch and can be used to move object and then put them down again. The goal will be to draw as much of this as possible from the students in the form of focused questions, but to make sure that the information gets across even if the students are having trouble reaching the conclusion on their own.
At this point I am going to introduce the guided reading. I will ask the students what a good way to learn more about a subject is (books) and what the problems with books are (often too much information)> I will tell my students that they don’t always need all of the information in a book or an article and that it is important to decide what is important and what isn’t. At this point I will hand out the fact pyramid and reading to each student.
Using the overhead I will model the first page and then have students work alone in a think pair share arrangement. I will have students finish on the reading on their own while filling in the chart. They will then pick a partner to discuss their findings.
Closure:
To close class today I will have each group report what they thought was most important and make a list on the board. I will have all the students make sure that there pyramid has these important points. If time permits we will also talk about how the students found the important information and update our KWL chartAssessment:
Informal checks based on the discussionReflections
Student Work Sample 1 – Approaching Proficiency:
Student Work Sample 2 – Proficient:
Student Work Sample 3 – Exceeds Proficiency: